EGP 335: Unit Plan Lesson Plan Template

Author: Hayley Campbell

Unit: Government

Lesson: The legislative branch, Lesson 3

Lesson Preparation
I. Learning Objectives
a. SWBAT identify the function of the legislative branch.
b. SWBAT identify and explain the process of which a bill becomes a law.
c. SWBAT implement the process of how a bill becomes a law through simulating
this process with Forest and wildfires bill.
d. SWBAT identify and explain what a Natural Resource is.
e. SWBAT conduct research using multiple sources to support a position in a debat
f. SWBAT put information from multiple sources into correct debate format.
g. SWBAT participate in a debate arguing one position in a focused manner.
Standards by Discipline & Content Themes
h. Social Studies
i. 5.3.3. A Identify the roles of the three branches of government.
ii. 5.3.C.B Analyze the roles of local, state, and national governments in
policy-making
i. English
i. CC.1.2.3.A Determine the main idea of a text; recount the key details and
explain how they support the main idea.
ii. CC.1.4.3.H Introduce the topic and state an opinion on the topic
iii. CC.1.4.3.H Introduce the topic and state an opinion on the topic.
iv. CC.1.5.3.A Engage effectively in a range of collaborative discussions on
grade-level topics and texts, building on others ideas and expressing their
own clearly.
j. Science
i. 3.1.3.A9
1. Distinguish between scientific fact and opinion.
2. Understand that all scientific investigations involve asking and
answering questions and comparing the answer with what is
already known.
3. Use data/evidence to construct explanations and understand that
scientists develop explanations based on their evidence and
compare them with their current scientific knowledge.
 ii. 4.1.3.E Identify changes in the environment over time.
iii. 4.3.3.A Identify the natural resources used to make various products.
iv. 4.3.3.B Identify local natural resources.

k. NCSS Themes:
i. Power, authority, and governance
1. Explain the purpose of government;
2. Give examples of how government does or does not provide for
needs and wants of people, establish order and security, and
manage conflict;
3. Identify and describe factors that contribute to cooperation and
cause disputes within and among groups and nations;
ii. Individuals, Groups, Institution
1. Give examples of the role of institutions in furthering both
continuity and change;
2. Show how groups and institutions work to meet individual needs
and promote the common good, and identify examples of where
they fail to do so.
iii. Civic Ideals and Practices
1. Identify key ideals of the United States democratic republican
form of government, such as individual human dignity, liberty,
justice, equality, and the rule of law, and discuss their application
in specific situations;
2. Examine the influence of public opinion on personal decision
making and government policy on public issues.
iv. People, Places & Environments,
1. Observe and speculate about social and economic effects of
environmental changes and crises resulting from phenomena such
as floods, storms, and drought;
v. Science, Technology, & Science
1. Identify examples of laws and policies that govern scientific and
technological applications, such as the Endangered Species Act
and environmental protection policies;
 II. Academic Language
a. The Legislative branch creates the laws.
b. The legislative branch is also called congress.
c. Congress is made up of two houses; The House of Representatives and Senate.
d. Senate:
an assembly or council of citizens having the highest functions in a government, e
specially a legislative assembly.
e. House of Representatives: the lower legislative branch.
f. There are specific qualifications to be a member of the House of Representatives
and the Senate.
g. Each state has two Senators.
h. House of Representatives-can introduce bills that become laws.
i. Senate-can introduce bills that become laws.
j. Bill: a form or draft of a proposed statute presented to a legislature, but not yet
enacted or passed and made law
k. A bill must pass Senate and House of Representatives in order to be presented to
the president.
l. Committee The Houses committees consider bills and issues and oversee
agencies, programs, and activities within their jurisdictions.
m. Subcommittee, the bill is closely examined and expert opinions are gathered
before it is sent back to the committee for approval
n. Natural Resource - materials or substances such as minerals, forests, water, and
fertile land that occur in nature and can be used for economic gain.
III. Technology, Materials, Resources
a. Folders for each group of students
b. iPads for all students
c. Directions for all students
d. Debate worksheet
e. Key issue on Forests and Wildfires
f. How a Bill becomes a law fill in worksheet
g. Post-it notes. Two different colors. At least 30 of each color
h. Debate Reflection worksheet for every student
i. Debate rubric
j. Papers for voting
k. Hopper
l. Technology sources- Ipad for internet to access these sites.
i. https://www.house.gov/committees
ii. https://naturalresources.house.gov/
 iii. : https://www.nationalgeographic.com/environment/natural-
disasters/wildfires/
iv. https://smokeybear.com/en/smokey-for-kids/preventing-wildfires
v. http://www.fire.ca.gov/communications/downloads/fact_sheets/TheBenefi
tsofFire.pdf
vi. https://healthresearchfunding.org/pros-cons-forest-fires/

Instructional Delivery
IV. Anticipatory Set
a. Teacher will have Committees in the legislative branch displayed one side of
the white board and Natural Resources Displayed on the other.
b. As student come in an iPad will be on their desks with the website of committees
of the legislative branch open : https://www.house.gov/committees
c. Directions will be typed out on index cards placed on the students desks
d. Think about the activity from our Green Center the day before, this was about our
classroom bill being sent to committee. Today we are going to dive deeper into
what the Committee is and does while looking at a specific bill. Today let us
activate our brains by exploring the different committees. Using the iPad in front
of you explore the webpage https://www.house.gov/committees. As we settle in
try to learn at least one interesting idea and write it on the smart board with your
student number.
e. Teacher will engage in a group discussion about committee and facts that were
written on the board.
i. Highlighting :
1. The Houses committees consider bills and issues and oversee
agencies, programs, and activities within their jurisdictions.
2. There are different committees that focus on different things- such
as rules, business and science/technology.
f. Teacher will then ask students to think about their background knowledge of
Natural Resources.
i. Teacher will ask students to come up to the board and ask students to write
these ideas down for us all to see.
ii. Teacher will engage in group discussion about Natural Resources
highlighting what they are and why they are important.
g. Teacher will show the next slide to her power point on the SMARTBoard.
i. This slide will explain that today we are going to look into the committee
of Natural Resources.
ii. Teacher will pull up the home page for The Committee of Natural
Resources on the SMARTboard. https://naturalresources.house.gov/
iii. As a class they will explore the website
1. Teacher will specifically highlight:
 a. Committee activity tab- Legislation-
b. The different subcommittees
c. The News on different events.
d. Finally teacher will display the page they will be working
with today. Forest health and wildfires.
V. Instructional Activities
a. Individually students will be asked to fill in the following worksheet on how a bill
becomes a law.
Fill in the Blanks

1. ________________ (Bill is Drafted): Members of Congress,and even outside groups can

write up a bill or an idea for a law.

2. Introduced in House: Representative introduces the bill in the House. Only members can
introduce bills.

3.Sent to Committee: what is Committee:

______________________________________________________.

4. Committee Action: Most bills -_______(die) here. If bill passes, it goes to Rules Committee.

5, Rules Committee: It decides the rules for debate, and when the bill will come up for debate.

6. Floor Action: House debates the bill.. If a majority votes in favor of the bill, it goes to the --
________(Senate) .

7. Introduced in __________ : A Senator introduces the bill, which is sent to a committee.

8. Committee Action: Same or different - procedure as in the House.

9._____________( Bill Called up) : Majority floor leader decides when the whole Senate will
consider the bill.

10. Vote on Compromise: Both houses must approve changes made by the conference
committee. If approved, the bill goes to the president.

11. Presidential Action: __________________________________( The president may approve

the bill or veto it.

If approved, it becomes a ________.

 b. Students will be asked to get into base groups- established at the beginning of the
year. (5 groups of 4)
c. Each group will have a folder with different activities to guide them through
passing the bill through to Senate.
d. Teacher will rotate around the room to help students with questions, check
progress of students and signal students to move on to the next work sheet.
e. First Page in the folder: Teacher will give students an issue that is listed on the
Natural Resources Key Issues page. The issue the student will be working with is
Forest Health and Wildfires.
f. The issue will be typed up for each group with the directions at the top
i. The subcommittee has sent you over this research.
ii. Directions: Highlight the main idea and supporting details of the Issue
iii. ISSUE OVERVIEW
If managed wisely, Americas national forests can provide clean water, wildlife habitat,
recreational opportunities, and abundant domestic supplies of wood products and support
rural communities and thousands of jobs in the timber industry. Unfortunately, this years
wildfire season like recent past wildfire seasons, produced several catastrophic fires that
have destroyed more than 9 million acres, resulting in the tragic loss of life and property.
In many cases, however, its possible to reduce the risk of catastrophic wildfire through
proactive, healthy forest management. While factors such as prolonged drought continue
to raise the risk of wildfire, it is imperative that the federal government actively address
the one issue within its control: hazardous fuels. Unnatural, overgrown, and unhealthy
forests increase the risk and intensity of wildfires. Active management; e.g., thinning the
forests, helps protect and restore forests while also helping local economies, and creating
jobs. The inability of the Forest Service to thin forests due to overly cumbersome and
lengthy environmental processes, increasing frivolous lawsuits filed by certain litigious
environmental groups, and a lack of sufficient agency focus on this challenge has led to
nearly 60 million acres that are at high risk of deadly and catastrophic forest fires that
endanger communities, hurt local economies, destroy land and water quality and release
massive amounts of emissions into the atmosphere.
Bill: To reduce the risk of catastrophic wildfire through proactive, healthy forest management,
by controlling hazardous fuels and active management of forest.
g. Second Page of Folder: (Each student will have)Using these sources Construct an
argument for passing or not passing this bill. Use Scientific knowledge to support
your Position. This information will help you In the next step. Fill in the
worksheet given to keep your group organized.

.
 i. Links to use: https://www.nationalgeographic.com/environment/natural-
disasters/wildfires/
1. https://smokeybear.com/en/smokey-for-kids/preventing-wildfires
2. http://www.fire.ca.gov/communications/downloads/fact_sheets/Th
eBenefitsofFire.pdf
3. https://healthresearchfunding.org/pros-cons-forest-fires/

h. Third paper in the folder: When cleared by teacher get with another base group
and debate your arguments. Follow this Debate plan to insure that we are all
respecting each other opinions and thoughts.

Round What should be Time given Student

happening
Round 1: Group A Shares 3 minutes 1st student
their Argument
or main idea
Group B Shares 3 minutes 1st student
their argument-
or main idea
Round 2: Group A Shares 7 minutes 2nd student
their reason why
number one and
supporting
evidence
Group B Shares 7 minutes 2nd student
their reason why
number one and
supporting
evidence
Round 3: Group A Shares 7 minutes 3rd student
their reason why
number two and
supporting
evidence
Group B Shares 7 minutes 3rd student
their reason why
number two and
supporting
evidence
Round 4: Group A Shares 7 minutes 4th student
 their reason why
number three and
supporting
evidence
Group B Shares 7 minutes 4th student
their reason why
number three and
supporting
evidence
Round 5: Group A shares 3 minutes 1st student
their Strong
finish
Group b shares 3 minutes 1st student
their Strong
finish

i. Began when signaled by teacher. Forth paper in the folder: Each student will have
a reflection paper.
i. Reflection questions will include:
1. What was my role in this Floor Action debate?
2. What did I talk about during the debate?
3. Did the other team using evidence to support their reasons?
a. Scale of 1(no) 2 3 4 5(STRONG)
4. Did the other team respect my teams time to talk?
a. Scale of 1(no) 2 3 4 5(STRONG)
j. Began when signaled by teacher: Fifth paper in the folder. Each student will have
a voting slip to place in the Hopper.
i. In favor of the bill To reduce the risk of catastrophic wildfire through
proactive, healthy forest management.
ii. Not in Favor of the bill To reduce the risk of catastrophic wildfire
through proactive, healthy forest management.
iii. Teacher will have hopper placed on her desk.
k. Teacher will count the votes and relay passing on to Senate or not.
VI. Closure
a. The teacher will ask students to Write on an index card answers to the questions
to give on their way out as an exit ticket.
i. One thing you learned about wild Fires today
ii. How did you knowledge of the legislative branch help you today?
iii. Were you in favor of the bill? Why or Why not?
iv. How did Government overlap with Science?
 b. Teacher will collect as students leave.

Meeting All Learners

VII. Differentiation.
a. Students will be placed into assorted groups so that students of mixed abilities are
working together and able to help one another when needed.
b. Students will have step-by-step instructions for them on their Ipads, and
worksheets. Students will always have access to the instructions. .
c. Lower level students needs are met through Blooms Level 2: Comprehension
questions by finding the main idea of the key issue.
d. High level students needs are met through Blooms Level 3: Application
question by using new information to solve problems- how to prevent forest fires.
e. Higher level students needs are met through Blooms Level 4: Analysis to find
evidence to support opinions.
f. Higher level students needs are met through level 5: Synthesis by the simulation
of the legislative process to propose alternative solutions to the key issue they
were given.
g. Students with Linguist intelligences are met through reading and writing about
the key issue given on forests and wildfires.
h. Students with Visual intelligences needs are met through the graphic organizer
used to organize their opinions and research for the debate.
i. Students with Interpersonal intelligences needs are met through working with
other students during to build on a position on an issue as well as debate with
other students on their opinion.
j. Students with Naturalistic intelligences needs are met through the environmental
aspect of the key issue given to the students.
VIII. Accommodations
a. Student who has IEP/504 will be able to listen to other student read the
information on the different websites as well as complete the worksheet on the
Ipad. Completing the worksheet on the Ipad will allow the student to be able to
use talk to type to convey his answers.
b. Student who has IEP/504 will be allowed more time to complete the worksheets
completed.
IX. Modifications
a. Student with an IEP/504 will only complete the debate worksheet using only 1
resource of the teachers choice based on their own IEP plan.
Meeting Objectives

X. Assessments
a. Teacher will collect the independent how a bill becomes a law fill in worksheet to
determine students understanding of the Legislative branch.(Objective A and B)
b. Teacher will collect the Debate worksheet and reflection papers to evaluate
students understand of Natural Resources after their research. (Objective C and
D)
c. Teacher will collect the Debate worksheet to evaluate the students understanding
of the process of a debate, and how to support an opinion with evidence from
research. (Objective E- G)
d. Teacher will collect the exit ticket to evaluate the students understanding of how
the legislative branch would process a bill based on Science or Natural
Resources.(Objective D)